Current Community-Engaged Learning Courses
Community-engaged learning courses are those that incorporate experiential education that simultaneously and equitably promote student learning and address community needs. This means that community-engaged learning courses work with community partners and communities beyond the campus. In those experiences and interactions, students learn in ways that enrich the course content, and seek to benefit the public good during and beyond the class.
The following list contains upcoming and current CEL courses in which students may enroll this academic year. Please note that this list is purely informational. Students must enroll in courses through the college-wide preregistration and add/drop processes, like any other course.
If you are interested in exploring a wider course catalog of those CEL courses that have been offered in recent years and may be offered again, please see our CEL Course Catalog.
2024-2025 CEL Courses
Below, you'll find a list of courses offered this academic year in which faculty intend to incorporate community-engaged experiences, projects, or assignments. Descriptions of the CEL components of courses will be added as they are finalized.
Students engaged with a local social enterprise to understand how their mission and values connect with the organization’s operations and finances. Informed by site visits and converstations with organizational leadership, students developed a reflective assignment considering the challenges of balancing financial sustainability with social impact.| Block 1 | ED256 | Taber, Mike | Rural Education | Students in this course collaborated with CC students in another course (Astronomy) to develop and teach lesson plans to K12 students during a science-filled day at La Veta Public Schools in Huerfano County. | |
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Block 1 |
CC105 | Gorensek-Benitez, Annelise | Critical Inquiry Seminar - Dyeing to Learn Chemistry | Students designed and tested a natural dye experiment based on the resources and needs of Flying Pig Farm. Students learned how to translate technical knowledge for a general audience by sharing the protocols and results with community partners. | |
| Block 1 | BU205 | Diaz Ferraro, Celeste | Principles of Financial Accounting | Students engaged with a local social enterprise to understand how their mission and values connect with the organization’s operations and finances. Informed by site visits and converstations with organizational leadership, students developed a reflective assignment considering the challenges of balancing financial sustainability with social impact. | |
| Block 1 | AN320 | Ingram, Scott | Field Archaeology | Students completed work for the US Forest Service or another public land manager in the state (e.g. BLM, Fish and Wildlife) by conducting an archaeological field survey in the Rio Grande National Forest near the Baca campus. Reports, forms, and results were submitted to the FS and the State Office of Historic Preservation. | |
| Block 1 | EV281 | Greene, Cara | Environmental Ethics | Students engage in environmental-ethical actions in the larger Colorado Springs community, in collaboration with local community partners such as Arc Thrift, Concrete Couch, and the City Council. | |
| Block 1 | PC133 | Krishnarao, Dhanesh; Witherspoon, Catherine | Astronomy | Students in this course collaborated with CC students in another course (Rural Education) to develop and teach lesson plans to K12 students during a science-filled day at La Veta Public Schools in Huerfano County. | |
| Block 1 | ED120 | Drossman, Howard | Practicum in Environmental Education | Students completed at least 60 hours of indoor and outdoor practicum experiences in cooperation with Catamount Center staff and local school personnel. | |
| Block 1 | SP312 | Sanchez Flores, Jessica | Oral Practice and Composition Abroad | Taught abroad in Mexico, students engaged with the Maya community of the region and developed projects beneficial to the community. | |
| Blocks 1-2 | PY299 | Driscoll, Lori; Fernandez-Peters, Marcela; Maloney, Ryan | Neuroscience | Students prepared and taught lessons on the brain to local elementary school students using real animal and human brains kept by the department. Outreach continued through the Neuroscience club, reaching middle and high school students. | |
| Blocks 1-2 | ED478 | Valtierra, Tina | Advanced Methods: Inclusive | Through a 70-hour practicum, teacher candidates developed the praxis and agency to equitably educate and advocate for the diverse learners they serve. | |
| Blocks 1-4 | ED102 | Raevsky, Marketa | Introduction to Early Childhood Education | Students learn about the profession of Early Childhood Education (ECE) through a practicum that includes fifteen to thirty hours in an ECE placement. | |
| Blocks 1-4 | EV421 | Kummel, Miro | Environmental Synthesis | Student engaged in 15 hours of community service per semester, putting their environmental knowledge into action and learning from community groups that are doing environmental work on the ground. Along the way, students reflected on their volunteer work and the way the organization approaches environmental change. | |
| Blocks 1-4 | GS222 | Miller-Stevens, Katrina-Kat | Special Topics - State of the Rockies Research and Reporting | State of the Rockies Fellows completed an applied summer research project, exploring interview data conducted in national parks to publish for public consumption, informing our understanding of the Rocky Mountain West. | |
| Blocks 1-4 | ED376 | Raevsky, Marketa | Practicum in Early Childhood Education | Students completed at least 60 hours of indoor and outdoor practicum experiences in cooperation with Catamount Center staff and local school personnel. | |
| Blocks 1-4 | AS401 | Leonard, Kate | Special Studio Problems - Graphics Research Lab | Students engaged in an independent studio project in collaboration with the Community Printshop in Bemis School of Art, supporting low cost printmaking programming for the Colorado Springs community. | |
| Blocks 1-4 | MS250 | Tucker, Rebecca | Museum Practicum | This extended format course combined theoretical and museological study with the execution of a project within the Fine Arts Center museum. | |
| Block 2 | MU227 | Chang, Lidia | Topics in Music - Music and Gender in Jane Austen's England | In partnership with the Jane Austen Society of North America, students engaged with community members for reading groups, high tea, Regency dancing, and other Austen-themed activities. | |
| Block 2 | PS231 | Coggins, Elizabeth | Political Campaigning | This course provided students with the chance to participate in campaigning in a national election in a battleground state. | |
| Block 2 | ED101 | Brunton, Natalia | Intro to K-12 Classroom Culture | Students completed at least 30 hours of practicum experiences in cooperation with local school personnel in the Colorado Springs area., with a focus on individualized help to K-12 students. Practicum experiences converge with course content to examine the influence of classroom culture on student learning. | |
| Block 2 | ED380 | Stoller, Aaron | Curriculum Theories | Students took what they learned and applied it to supporting the development of a real curriculum - a summer leadership curriculum for middle school students offered through local nonprofit Educating Children of Color (ECOC). | |
| Block 2 | BU315 | Diaz Ferraro, Celeste | Business Policy and Strategy | Students engaged with local social enterprises (Emerge Aquaponics and Dad's Donuts) to understand how their mission and values connect with the organization’s operations and finances. Informed by site visits and converstations with organizational leadership, students reflected on the balance of finacial stability and social impact, and developed an analytical assignment applying theoretical models in strategic management to the operation of a mission-driven small business. | |
| Block 2 | MU277 | Aharony, Iddo | Enviroment and Sound | This class is designed to facilitate creative collaborations between students and different people from the Colorado Springs community, with an emphasis on persons from marginalized and underserved groups. The course is geared towards students drawn to musical creativity as well as community engagement. | |
| Block 2 | SP307 | Sanchez Flores, Jessica | Hispanic Culture | Taught abroad in Mexico, students engaged with the Maya community of the region and developed projects beneficial to the community. | |
| Block 2-3 | MA228 | Sancier-Barbosa, Flavia | Mathematical Problem Solving Seminar | In partnership with Fornax services, students analyzed data from recovery boilers over a period in which they have expereinced at least one catastrophic event. The goal of the project was to determine what triggers the boiler shut downs and improve safety for the organization. | |
| Block 3 | ED385/EV365 | Arias, Juan Miguel | Developing Environmental and Sustainability Education Curriculum | Students developed and taught lesson plans supporting curricula to develop environmental literacy through transdisciplinary environmental inquiry. A practicum that spans the course emphasized supervised teaching methods specific to environmental and outdoor education. | |
| Block 3 | DA/TH200 | Costello, Suzanna | Moving Together: The Power of the Arts, Health, and Well-Being | Co-facilitated with extended guest artist Fred Johnson and incollaboration with Colorado Springs Poet Laureate Ashley Cornelius, this course incorporated a community workshop for arts and health professionals. | |
| Block 3 | PS230 | Popovic, Srdja; Dinivic, Slobo | Waging Nonviolent Conflict | Students investigated social movement theory, then envisioned, organizeed and strategically guided a nonviolent social movement by workshopping the mission, tactics, and/or vision of local nonprofits and campaigns. This course was taught by experienced pro-democracy activists. | |
| Block 3 | SO328 | Radke, Jordan | Community Based Research | Students learned about community-based research through praxis, applying sociological research methods to a capacity-building project for a community partner. This year, students conducted interviews for a health equity docuseries for Daily Dose 719. | |
| Block 3 | GY320 | Schanz, Sarah | Landscape Processes and Evolution | In partnership with the Fountain Creek Watershed District, students conducted fluvial hazard mapping following Colorado State protocols for three of their in-progress/proposed projects. Students then created StoryMaps to share their results. | |
| Blocks 3-4 | AN270 | Hautzinger, Sarah | Anthropocene | Students participated in varied community experiences, learning how community arts support environmental resilience from nonprofit Concrete Couch, participating in a “sustainability bike tour,” conducting a sustainable development goal analysis, and engaging in a Talanoa Dialogue (storytelling/conflict resolution process). | |
| Blocks 3-4 | AN380 | Hautzinger, Sarah | Community-Based Field Course - COP29 in Azerbaijan | Students participated in the United Nations’ climate summit, in dozens of sessions working with multiple organizations, and producing publicly published blogs and a journal of essays. | |
| Block 4 | EV343 | Gabrielsen, Charlotte | Landscape Ecology | Students partnered with Palmer Land Conservancy to develop mutually beneficial collaborative projects to address issues of regional conservation concern. In so doing, they cultivate a facility with landscape ecology theory and skills and are empowered to apply these skills to address real-life conservation and management challenges. | |
| Block 4 | BU121 | Diaz Ferraro, Celeste | Social Entrepreneurship | Students engaged with local impact-driven businesses, including a social enterprise, the community solar company Sunshare, and the Better Business Bureau BBB4Good Program. Through site visits and conversations with founders and executives, they explored how values-driven business models balance social impact with financial sustainability. Students can choose to continue their learning journey through internships with Sunshare. | |
| Block 4 | ED101 | Valtierra, Tina | Intro to K-12 Classroom Culture | Students completed at least 30 hours of practicum experiences in cooperation with local school personnel in the Colorado Springs area., with a focus on individualized help to K-12 students. Practicum experiences converge with course content to examine the influence of classroom culture on student learning. | |
| Half Block | SO411 | Murphy-Geiss, Gail | Community Based Praxis | Students apply sociological research tools to projects completed for local partners, including Planned Parenthood, the El Paso County Courts, and Care and Share. | |
| Half Block | SP308 | Sanchez Flores, Jessica | Culture and Language Across the Curriculum in Spanish | Students engaged with Latino communities in Pueblo and Colorado Springs, visiting local Latino and Indigenous owned restaurants and cooking together. | |
| Block 5 | CC105 | Carrizo, Liliana | Topics in Music - Puente del Mondo: The Musical Crossroads of Panama | Students in this course engaged in cultural immersion, workshops, co-creative music-making and relationship-building with Panamanian artists, chefs, musicians, farmers, and botanists. | |
| Block 5 | AN220 | Ingram, Scott | Doing Archaeology | Students documented historic homesteads for the Chico Basin Ranch and other properties with material traces of past human action on a landscape, learning what archaeology is and how it is practiced in action. The community partner gained an understanding of the lives of past people living on the landscape they care for, and share this history with their visitors. | |
| Block 5 | CP341 | Burge, Janet | Topics in Computer Science: Value-Based Software Engineering | Students built a prototype of an interactive map of Concrete Coyote, in so doing exploring how software development is informed by human and social values, beyond more traditional notions of financial value. | |
| Block 5 | EC343 | Wilson, Michelan | Environmental Economics and Policy | Students worked with the Trails and Open Space Coalition (TOSC) to identify means for funding El Paso County Trails Parks and Open Spaces. Students did a deep-dive into the literature on funding environmental goods, and identified means for funding to share back with TOSC. | |
| Block 5 | ED101 | Regan, Page | Intro to K-12 Classroom Culture | Students spent 2-3 days per week in various K-12 classrooms across District 11. During this practicum, they engaged in pointed observation on culturally responsive instructive practice in addition to offering assistance and support. | |
| Blocks 5-6 | SO411 | Murphy-Geiss, Gail | Community Based Praxis | Students apply sociological research tools to projects completed for local partners, including Planned Parenthood, the El Paso County Courts, and Care and Share. | |
| Blocks 5-7 | ED579 | Valtierra, Tina | Teacher Candidate Practicum | Students completed the required teacher candidate practicum under the supervision of department staff and certified Colorado educators in the public schools of Colorado Springs and vicinity. Teaching assignments were adapted to needs and plans of individual students. | |
| Blocks 5-8 | EV421 | Kummel, Miro | Environmental Synthesis | Student engaged in 15 hours of community service per semester, putting their environmental knowledge into action and learning from community groups that are doing environmental work on the ground. Along the way, students reflect on their volunteer work and the way the organization approaches environmental change. | |
| Blocks 5-8 | MU250 | Tucker, Rebecca | Museum Practicum | This extended format course combines theoretical and museological study with the execution of a project within the Fine Arts Center museum. | |
| Blocks 5-8 | AS401 | Leonard, Kate | Special Studio Problems - Graphics Research Lab | Students engaged in an independent studio project in collaboration with the Community Printshop in Bemis School of Art, supporting low cost printmaking programming for the Colorado Springs community. | |
| Blocks 5-8 | ED495 | Arias, Juan Miguel | Internship in Education | This internship is an opportunity for education students to deeply explore a subfield of education by working full time at a site for a block. Students will translate theory to practice by applying their knowledge and skills in a professional setting where they will deepen their examination of educational policies and/or practices under the guidance of a site supervisor. | |
| Blocks 5-8 | ED376 | Radke, Jordan | Practicum in Early Childhood Education | Students completed at least 60 hours of indoor and outdoor practicum experiences in cooperation with Catamount Center staff and local school personnel. | |
| Block 6 | ED477 | Valtierra, Tina | Culturally Sustaining Teaching and Disciplinary Literacy Methods | Students applied course content in a K-12 practicum where they planned and delivered culturally sustaining and disciplinary literacy strategies to teach to and through learners' cultural and linguistic frameworks. This course requires a 30-hour practicum. | |
| Block 6 | BU205 | Diaz Ferraro, Celeste | Principles of Financial Accounting | Students engaged with a local social enterprise, Emerge Aquaponics, to understand how their mission and values connect with the organization’s operations and finances. Informed by site visits and converstations with organizational leadership, students developed a reflective assignment considering the challenges of balancing financial sustainability with social impact. | |
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Block 7 |
BU121 | Diaz Ferraro, Celeste | Social Entrepreneurship | Students engaged with local impact-driven businesses, including a social enterprise and the community solar company Sunshare. Through site visits and conversations with founders and executives, they explored how values-driven business models balance social impact with financial sustainability. Students can choose to continue their learning journey through internships with Sunshare. | |
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Block 7 |
IT320 | Minervini, Amanda | Topics in Italian Culture: Voice and the Non-Human | This course connected students with several partners that work with animals to expose students to volunteer opportunities for environmental and nonhuman causes. | |
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Block 7 |
EC102 | Yang, Guanyi | Principles of Macroeconomics | Following a tour and lecture on the city of Colorado Springs' development plans and challenges, students developed consulting projects analyzing these challenges and providing forecasts. | |
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Blocks 7-8 |
SP303 | Sanchez Flores, Jessicao | Oral Practice and Written Expression for Spanish Heritage Learners | Students worked on a final project interviewing members of the community about their migration story and producing a creative piece informed by those interviews. | |
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Block 8 |
MU354 | Carrizo, Liliana | Gender, Body, and Sound | Students engaged in arts workshops with Ashley Cornelius (Pikes Peak Poet Laureate), Latisha Hardy (local dance artist), Autumn Quinn (Colorado Springs-based drag artist), and Debbie Howell (CC Elder-in-Residence). | |
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Block 8 |
CP341 | Koushik, Varsha | Accesible User Interfaces | Students produce accessible prototypes potentially of value to the community, engage in a visit to the Paralympic museum, and present their final products in a presentation open to the community. | |
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Block 8 |
EC290 | Yang, Guanyi | Economics of Inequality | In partnership with the former president of the Black Chamber of Commerce, students developed an economic consulting project assessing the needs and conditions of local minority-owned businesses. | |
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Block 8 |
GS210 | Weissman, Evan | Foundations of Nonviolence | Students learned about the theory and practice of nonviolence from community practitioners and activists in a variety of nonviolent movements. Students also engaged in projects based on community needs and resources. | |
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Block A |
FG214 | Lewis, Heidi | Hidden Spaces, Hidden Narratives: Intersectionality Studies in Berlin | Students produced blogs, podcasts, or photo journals that examine walking tours, museum exhibits, meetings with grassroots organizations and NGOs, and panels with artists, activists, and scholars in order to amplify the voices of marginalized people and communities in Germany and strengthen transnational solidarity. These projects rely on a critical pedagogy of decolonization, which Maisha Auma defines as “access to alternative knowledges can deeply influence action and the direction of social movement work." | |
| Block B | IT320 | Minervini, Amanda | Voice and the Nonhuman: Animals in literature and the Visual Arts | This course connected students with several partners that work with animals (Flying Pig Farm, Colorado Wolf and Wildlife Center, and a Regenerative Ranch in Taos, NM) to expose students to volunteer opportunities for environmental and nonhuman causes. | |
2023-2024 CEL Courses
We are proud to share that Colorado College offered 45 community-engaged learning courses in the 2023-2024 academic year. Below, you'll find a brief summary of how these courses incorporated experiences, projects, and assignments that promote student learning and community impact. (Note that some of these courses were offered multiple times.)
| AN220 | Ingram, Scott | Doing Archaeology | Students documented historic homesteads for the Chico Basin Ranch and other properties with material traces of past human action on a landscape, learning what archaeology is and how it is practiced in action. The community partner gained understanding of the lives of past people living on the landscape they care for, and share this history with their visitors. | ||
| AN270 | Hautzinger, Sarah J. | Anthropocene | Students participate in varied community experiences, learning how community arts support environmental resilience from nonprofit Concrete Couch, participating in a “sustainability bike tour,” conducting a sustainable development goal analysis, and engaging in a Talanoa Dialogue (storytelling/conflict resolution process). | ||
| AN326 | Hautzinger, Sarah | Religion and Ritual | Students learn and practice alongside diverse spiritual communities, particularly members of the Crestone Spiritual Alliance. Students reciprocate by giving a presentation back to the CSA. | ||
| AN380 | Hautzinger, Sarah J. | Community-Based Field Course: COP 28 - Dubai, UAE | Students participated in the United Nations’ climate summit, in dozens of sessions working with multiple organizations, and producing publicly published blogs and a journal of essays. | ||
| AS401 | Leonard, Kate | Special Studio Problems: Graphics Research Lab | |||
| BU205 | Diaz Ferraro, Celeste | Principles of Financial Accounting | Junior Achievement (JA) piloted a curriculum with CC students, leading a simulation on personal finance. Students shared their feedback on the simulation, which JA used to adapt the curriculum from a high school to a college audience. | ||
| BU310 | Miller-Stevens, Katrina - Kat | Society, Business, and Economics | The Society, Business, Economics course (BU310) worked with the Better Business Bureau of Southern Colorado to learn about and research social impact companies in seven states across the U.S. Companies were identified and entered into a database that will be used by BBB4GOOD. | ||
| CC105 | Gorensek-Benitez, Annelise | Critical Inquiry Seminar: Dyeing to Learn Chemistry | Students designed and tested a natural dye experiment based on the resources and needs of Flying Pig Farm and the Sustainable Educational Experience (SEE). Students learned how to translate technical knowledge for a general audience by sharing the protocols and results with community partners. | ||
| CC106 | Taber, Mike | Critical Inquiry Seminar:Ecology, Resistance, and Liberation | Students engage with and teach in schools in rural communities. | ||
| EC102 | Yang, Guanyi | Principles of Macroeconomics | Students presented on local economic conditions to the nonprofit Community Works and the Economic Development Department of the City of Colorado Springs. | ||
| EC285 | Yang, Guanyi | Intermediate Topics in Macroeconomics: Economics of Inequality | CC students provide peer relationships and mentoring to students in Harrison high school (D2) for three weeks and Otero Elementary for one day. | ||
| EC385 | Yang, Guanyi | Advanced Topics in Macroeconomics: Economics of Education Policy | Students worked with local schools, conducting an observational study on Special Education programs, examining various local policies and their impacts. They then shared findings with the local school district. | ||
| ED101 | Brunton, Natalia; Coomer, Nickie; Valtierra, Tina | Introduction to K-12 Classroom Culture | Students complete at least 30 hours of practicum experiences in local schools, addressing the needs of the school and emphasizing individualized help to K-12 students. Practicum experiences converge with course content to examine the influence of classroom culture on student learning. | ||
| ED120 | Arias, Juan Miguel | Practicum in Environmental Education | Students complete at least 60 hours of indoor and outdoor practicum experiences in cooperation with Catamount Center staff and local school personnel. Responsibilities include assisting with outdoor teaching at the Catamount Mountain Campus, and visiting and learning from other experienced environmental educators at their sites. | ||
| ED250 | Arias, Juan Miguel; Cavin, Drew | Topics in Education: Outdoor Education and Leadership | Small groups of students worked with Outdoor Education & Recreation organizations (PPORA, UpaDowna, Generation Wild) to address contemporary, place-based questions and issues. The goal was for students understand organizational needs and engage in a capacity-building project to prepare them for the next steps in their work. | ||
| ED310 | Taber, Mike | Integrative STEM Education: Promoting Inclusion, Equity, and Social Transformation | Students spend approximately 25-30 hours in local school classrooms or in related educational settings. In these settings, students observe and volunteer to support teachers while they are there, to include the possibility of teaching lessons to K-12 students. | ||
| ED380 | Stoller, Aaron | Curriculum Theories | Students took what they learned and applied it to supporting the development of a real curriculum - “Diversity University II,” a multi-day workshop offered through local nonprofit Educating Children of Color (ECOC). | ||
| ED466 | Coomer, Nickie | Data Driven Instruction for Diverse Learners in the 21st Century | Students spend approximately 20 hours per week in local schools during the summer, then 10 hours per week with cooperating teachers during the academic year. | ||
| ED477 | Valtierra, Tina | Culturally Sustaining Teaching and Disciplinary Literary Methods | Students engage in 20 practicum hours in a local classroom placement applying course content. This includes getting to know student biographies, and designing and teaching a lesson plan that uses culturally sustaining practices. | ||
| ED478 | Valtierra, Tina | Advanced Methods: Inclusive Pedagogies in Literacy, Curriculum and Instruction | Students engage in 70 practicum hours in a local classroom placement applying course content. This includes weekly lesson planning, learning about and responding to diverse student needs. | ||
| ED495 | Arias, Juan-Miguel | Internship in Education | This internship is an opportunity for education students to deeply explore a subfield of education by working full time at a site for a block. Students will translate theory to practice by applying their knowledge and skills in a professional setting where they will deepen their examination of educational policies and/or practices under the guidance of a site supervisor. | ||
| ED553 | Taber, Mike | Action Research Methods for MAT Candidates | Students spend approximately 20 hours per week in local schools during the summer, then 10 hours per week with cooperating teachers during the academic year. | ||
| EV321 | Perramond, Eric | Environmental Management | Students learn about environmental management through engaging with public lands, conservation, and environmental agencies at the local, regional, and national scale. | ||
| EV343 | Gabrielsen, Charlotte | Landscape Ecology | Students cultivate a facility with landscape ecology theory and skills, and are empowered to apply these skills to address real-life conservation and management challenges identified by stakeholders. This class is currently partnered with Palmer Land Conservancy. | ||
| EV365 | Drossman, Howard | Developing Environmental and Sustainability Education Curriculum | Part of the TREE semester, this course teaches methods of environmental and outdoor education. In a practicum experience, students teach high school and 5th grade students for about 80 hours, and write their own curriculum for 10 hours of high school and 20 hours of the 5th grade curriculum. | ||
| EV421.1 | McKendry, Corina | Environmental Synthesis | Student engage in 20 hours of community service per semester, putting their environmental knowledge into action and learning from community groups that are doing environmental work on the ground. Along the way, students reflect on their volunteer work and the way the organization approaches environmental change. | ||
| EV421.2 | McKendry, Corina | Environmental Synthesis | Student engage in 20 hours of community service per semester, putting their environmental knowledge into action and learning from community groups that are doing environmental work on the ground. Along the way, students reflect on their volunteer work and the way the organization approaches environmental change. | ||
| FG236 | Kumar, Rushaan | LGBTQ Social Movements in the U.S. | Students contribute to the Colorado Springs LGBTQ+ Oral History Project, with groups of students interviewing LGBTQ+ residents and community members in the Springs. | ||
| GS118 | Radke, Jordan | Topics in Community Engagement: Introduction to Community Engagement Practicum- Bonner Fellows | In this practicum experience, first year Bonner Fellows explore community opportunities through "mini-internships" to discern what issues they are passionate about and how they might engage in local changemaking in that issue. By the end of the semester, Bonner Fellows identify a local nonprofit partner they will intern with the following fall (and, potentially, through graduation). | ||
| GS222 | Rios, Nancy | Special Topics: CC Mobile Arts Community Activism | Students actively participate in operations of CC Mobile Arts (CCMA), while interrogating and reflecting on its theoretical foundations and commitment to use art in expanding community and social change. Adjunct students support the development of the project and create a culminating community event. | ||
| GY320 | Schanz, Sarah | Landscape Processes and Evolution | Class worked with Fountain Creek Watershed District and Matrix Design Group to understand their needs, then used field work and GIS analysis to update erosion patterns along Fountain Creek from Fountain to Pueblo. We collated the data and interpretations in publically-shared StoryMaps and gave presentations to the Watershed District's Citizen Advisory Group, focusing on the stability of previous restoration projects through the 2023 floods and potential future project sites. | ||
| GY400 | Fricke, Henry | Collaborative Research Seminar | Students attended the national meeting of the American Geophysical Union, noting best practices and research findings to address questions of the Fountain Creek Watershed. The goal of the exchange was to bridge the world of academic research with applied work in those areas. | ||
| JA201 | Onishi, Hiromi | Intermediate Japanese I | CC students engaged elementary children in lessons on introductory words and elements of Japanese culture. | ||
| MA117 | Sancier-Barbosa, Flavia | Elementary Probability and Statistics | This course engaged students in applied research analysis with real-world data and questions of interest to the City of Colorado Springs (Parks, Rec, & Cultural Services). In doing so, students learned statistical methods. | ||
| MU227 | Carrizo, Liliana | Topics in Southwest Studies: Musical Tapestries of the American Southwest | This is a field trip course rooted in community-based, musical-ethnographic study – one that aims to immerse students in the musical-cultural fabric of New Mexico through hands-on ethnographic inquiry and learning. During time in the field, students participate in workshops led by local New Mexican artisans. Upon return, students complete creative projects that reflect on their ethnographic experiences, then gift these projects back to the artists and musicians they encountered. | ||
| MU228 | Aharony, Iddo | Topics in Music: Engaged Music Lab | Co-taught with musical duo The Reminders, students collaboratively created musical projects in teams of students with people served by different community partners, as well as a performance with CC Mobile Arts at America the Beautiful park. | ||
| PS230 | Popovic, Srda; Djinovic, Slobodan | Waging Nonviolent Conflict | Students investigate social movement theory, then envision, organize and strategically guide a nonviolent social movement by workshopping the mission, tactics, and/or vision of local nonprofits and campaigns. This course is co-taught by experienced pro-democracy activists. | ||
| PY299 | Driscoll, Lori | Neuroscience | During this course, students prepare and teach lessons on the brain to local elementary school students using real animal and human brains kept by the department. Outreach continues through the Neuroscience club, occasionally reaching middle and high school students as well. | ||
| SO328 | Rojo, Florencia | Community Based Research | Students apply sociological research methods to contribute to an ongoing research partnership with Food to Power (FTP), a community-based food justice nonprofit. The research aligns with FTP's overarching goal of comprehending the local food system to foster collaborative improvements. | ||
| SO411 | Murphy-Geiss, Gail | Community Based Praxis | Taught as an independent study each year during half block, with the option to continue as a spring adjunct (depending on the complexity of the project). Teams of students engage in community-based research to put sociology into practice for a community, organization, or movement. | ||
Questions about community-engaged learning courses? Email jradke@coloradocollege.edu.
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Last updated: 05/22/2025